Training A-Z

AATRIButeS is a proactive, preventive, relational approach to supporting children developing pro-social behaviour based on promoting an attachment aware, trauma informed culture of mutual respect, compassionate curiosity and empathy where relational ways of working are prioritised. AATRIButeS will help professionals to provide opportunities for second chance learning for those CYP with a history of early adversity or developmental trauma in order to close gaps, promote inclusivity and ensure that recovery is promoted. AATRIButES will help practitioners to notice what they do on their best days to meet needs and help children learn the appropriate behaviour for a particular context and thereby increase confidence in practice so that everyone has ‘more good days at school’. 

Visit The Virtual School website for full details - Training Timetable 2024-2025 | Virtual School (gloucestershire.gov.uk)

Ofsted state that “No matter what type of school they attend, it is important that all children gain an understanding of the world they are growing up in, and learn how to live alongside, and show respect for, a diverse range of people.”

During this whole day training, we will explore the nine Protected Characteristics and five British Values and how you can embed these in your school.

The training will include:

• An overview of the statutory Primary RSHE curriculum and where British Values and Protected Characteristics sit within the whole school Personal Development curriculum
• Recommendations of resources you can use to support the teaching of British Values and Protected Characteristics in your setting
• Ofsted expectations
• Time to network with other PSHE Leads and share good practice
• Time to make a British Values and Protective Characteristics Action Plan for your school

This course may be more suitable for a Senior Leadership Team (SLT) member to join alongside the PSHE Lead to allow for collaboration on the audit and action plan. Attendees will need to bring a laptop.

Gloucestershire Constabulary are excited to offer a comprehensive presentation designed specifically for parents, providing them with the tools and insights to keep their children safe online.The session lasts approximately 1hr 15 minutes and contains topics such as:

•  Understanding Online Risks – Identify the various 
  dangers your children may encounter online, including 
  cyberbullying, predators and harmful content.
• Social Media and Apps safety – Learn best practices for 
  social media and applications. How to configure privacy 
  settings and protect your child’s information.
• Parental Control Tools – Explore tools and settings to 
  monitor and control your child’s online activities.
• Encouraging Open Communications – Gain tips on 
  fostering honest conversations about internet use and 
  creating a supportive environment.
•  

The presentation is of course free of charge and can be presented at any time of the schools choosing, preferably whenever will encourage the best turnout of parents.

This course aims to give an introduction to Emotional Literacy, for all those working with children and young people in school settings. Delivered by Educational Psychologists, at the end of this course, participants will:

• Have an understanding of what ‘emotional literacy’ is and its importance in schools
• Know how to support children to develop their understanding and regulation of emotions
• Have developed an awareness of your own emotional literacy skills, and how this can impact on support for children and young people

Emotional Literacy has been found to help children …

• Regulate and manage their emotions with increased independence
• Be more successful in accessing learning and relationships with others

Please note: 1 booking only per school/setting

Led by GHLL primary teachers, this curriculum training session will cover the statutory requirements for all primary schools under the new guidance. Delegates will explore ways in which schools can ensure their R(S)HE curriculum meets the DfE requirements, whilst also being tailored to their setting and meeting the needs of their pupils. Whether a commercial package is used to deliver the R(S)HE curriculum, or freely available resources are used, this session will help to support schools in providing a spiral, responsive, progressive curriculum, bespoke to their setting.

“The school is unafraid to adapt the PSHE curriculum as needed, and address issues as they arise.” OFSTED, 2021, Outstanding PSHE outcome.

This training session will cover:
· Current statutory requirements for R(S)HE, including policies and curriculum content
· Guidance for auditing and reviewing provision in your school
· Suggestions for parent and pupil consultation
· Understanding of the principles of good R(S)HE teaching
· Suggestions for dealing with awkward questions, setting ground rules and managing parental concerns
· Signposting to quality-marked free resources to support your curriculum
The end of the session allows time to explore the FREE GHLL resources, developed to support the delivery of the statutory R(S)HE curriculum.

Delegates are welcome stay for the afternoon GHLL Primary Resources Overview, when the GHLL resources within the R(S)HE planning framework will be explored further. A separate booking is required if you also wish to attend the afternoon session. 

During this workshop, GHLL lead teachers will be available to talk you through the various GHLL primary resources, all of which have been developed by practising teachers to support your pupils in their physical and emotional development. The Lead Teachers can advise on how you can build the resources into your school’s current PSHE curriculum, and share ways in which they have been implemented in other schools and the outcomes they have provided.

You will have the opportunity to discuss methods to measure the impact of your PSHE teaching, and ways in which the children’s learning and understanding can be recorded and assessed.

Some of the resources explored in this session will include:

• Counting Sleep
• Make Me a Superhero
• Peer Mediation
• Understanding Dementia
• Keeping Myself Safe
• Focused for Learning

The last part of the session allows time for delegates to view other GHLL resources freely available to schools and the chance to share ways in which they can be mapped into your school’s provision.

Delegates will require a separate booking if they wish to also attend the morning Primary Relationships (Sex) and Health Education Curriculum Training.

Mental Health e-learning ‘Train the Trainer’ Course

This has been designed in conjunction with CYPS and is an incredibly accessible tool.

Course Aims

To help all primary and secondary school staff to understand the more common mental health problems children and young people may face.

To recognise the signs and symptoms of mental health problems

To guide a child or young person towards the right support

To help children and young people cope and manage their lives.

This course is for:

All primary and secondary school staff wishing to develop their knowledge and skills around Mental Health. It is intended that after receiving training, delegates will then ask questions on how to then deliver the package themselves. All participants will need a laptop or tablet and internet access to complete the session, which lasts 90 minutes.

If you would like the trainer to come in to school to deliver this FREE training, to arrange a date please email us with your name, school name, phone number and possible dates to ghll@Gloucestershire.gov.uk

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

Holistic approaches to support vulnerable young people, through trauma-informed behaviour strategies, promoting attendance, and the experiences of leaving care. This training morning, focusing on holistic approaches to support vulnerable young people, will consist of 3 guest speakers from GCC Social Care, GCC Education Inclusion Service and KCA (Knowledge, Change, Action).

For full course details, visit The Virtual School site - Training Timetable 2024-2025 | Virtual School (gloucestershire.gov.uk)

This training session aims to explore barriers to children and young people (CYP) attending school and consider approaches to promote their wellbeing and attendance. This session considers effective practice for settings and is suitable for both senior leads and key adults working with CYP directly.

The training also considers collaborative practice to support parents/carers and provides opportunities to problem solve cases.

Trainers: Dr Kate Billington (Educational Psychologist) and Lorena Medina (Assistant Educational Psychologist).

Workshop Objectives:

• To consider what is meant by ‘barriers to attendance’ and the barriers CYP can experience.
• To consider and problem solve factors associated with school non-attendance (push and pull).
• To consider effective practice to support CYP, the importance of effective and collaborative working with parents and application of approaches.

Booking: One booking per school

This full day course is open to all professionals who work with KS2 primary or secondary age young people in Gloucestershire, including teachers, senior leaders, pastoral managers, tutors, learning support workers and parent support advisors.

These courses are facilitated by Satveer Nijjar BSc (Hons) Psychology, a motivated and inspirational speaker.

Topics covered include:

• defining self-harm
• statistics on self-harm
• what leads to self-harm in young people
• what the functions of self-harm are for the young person
• myths and language use in relation to self-harm
• risk in relation to self-harm
• supporting someone who self-harms, including practical strategies

9.00am Registration     9.30am Start of Training

This course aims to help professionals to consider the terms adoption, kinship care and special guardianship mean, reflect on some of the potential strengths and impact for children and young people related to these circumstances, and ways that professionals can support these children and young people to have positive outcomes:

•Understand what is meant by the terms adoption, kinship care and Special Guardianship Order (SGO)
•Explore the strengths and potent ial implications for children and young people living in these circumstances
•Consider psychological models related to supporting these children and young people
•Supporting staff and professionals to develop their understanding of ways to support these children and young people effectively to support positive outcomes
•Understand what is meant by the terms adoption, kinship care and Special Guardianship Order (SGO)
•Explore the strengths and potential implications for children and young people living in these circumstances
•Consider psychological models related to support ing these children and young people
•Supporting staff and professionals to develop their understanding of ways to support these children and young people effectively to support positive outcomes

The session aims to build knowledge and confidence on the topic of self-harm to improve response to disclosures. The session covers:

• Statistics
• Definition
• Triggers
• Functions
• Best practice response to a disclosure including language use
• How to broach suspected self-harm

This robust training session will remove the taboo of the subject matter to increase the confidence of all professionals in providing support for children and young people who are self-harming or have suicidal thoughts but also for those who self-harm to feel empowered to seek support.

The whole of childhood is a preparation for adult life. In all our lives, things change and that is inevitable. These transitions change us. Resilient children grow stronger through every transition in life. However, vulnerable children and young people can find transitions painful; even traumatic. This session provides learners with understanding and tools to enable children and young people to build resilience and make successful transitions. The course will look at the barriers our young people face at the beginning of their primary journey and then onto transition into secondary education. We will look at the impact COVID has had on our young people at each Key Stage and how can we best support young people as they face the many transitions expected of them. 

This workshop is offered to ALL staff in every school/college in Gloucestershire. The training compliments other training packages available through GHLL including:

• MHFA (Mental Health First Aid England Training)
• Understanding Self Harm
• Equalities and Transgender Awareness in Schools

The training will enable the development of listening skills and explore good practice. Participants will have the opportunity to share what works well and hear examples from other settings, before considering how to establish a structure within their own setting to ensure there is a TEAA for their pupils. They will also have their own skills reaffirmed by:

• Gaining a greater understanding of their own mental health and the importance of self-care.
• Feeling more supported in their role as a Trusted Emotionally Available Adult.
• Having the opportunity to practise empathetic responses and listening skills

At the end of the training each setting will receive a hard copy of GHLL's TEAA resource. Attendees will also have full access to the electronic copies upon completing the training.

Please note, the resources are currently designed for use with KS1 and KS2 children, although some can be adapted for use with KS3 pupils. We hope to develop more secondary resources later in the year.

“It is important that the starting point for health and wellbeing education should be a focus on enabling pupils to make well-informed, positive choices for themselves” (Department for Education Statutory Health Education Guidance).

NHS Digital shows an increase in vaping, with 9% of 11-to-15-year-olds currently using e-cigarettes. This introductory session will explore how you can build vaping into the drugs and alcohol curriculum within your setting. In addition, there will be an opportunity to explore strategies to manage a range of influences on drug, alcohol and tobacco use, including peers. There will also be a discussion on how a holistic approach can be used to address incidents of vaping within your setting. 

The Young Gamers and Gamblers Education Trust (YGAM) is a national charity with a social purpose to inform, educate, safeguard and build digital resilience amongst young and vulnerable people; helping them to make informed decisions and understand the consequences around gambling and gaming.
This is achieved through evidence-led, evaluated and assured education programmes and resources for anyone that works with or cares for young and vulnerable people.

Learning outcomes:
•The learner will understand why CYP might game/gamble
•The learner will understand what is meant by gaming/gambling related harm
•The learner will recognise the signs of gaming/gambling related harm
•The learner will know where to find further support
•The learner will have increased confidence when talking to CYP about gaming and gambling